Jacquez+LMF

//Learning Motivation and Fun//
 //View// the assignment page //for a more detailed explanation of this project.

In this exercise, you'll collect data from our database of interviews about fun and learning. Use this template and the data to create 5 generalizations for what you observed. Your generalizations should answer the questions//
 * //What makes learning fun and engaging?//
 * //What are the implications for your own teaching and design work//

3) High school students almost universally reported that physical activity was an element in the experiences they called "fun".//** //Bill W, for example described learning beginning archery skills at boy scout camp. Sallie Forth recalled a social studies class in which "we recreated in chicken wire and paper mache the battlefield at Shiloh and spent several class periods reconstructing the events there." All together there were 24 experiences that took place during high school years and all but 1 included physical activity. In most cases (19 out of 24) these activities also required creative or critical thinking.//
 * //Example:

What are your 5 generalizations?
1. **Males 20 - 29 who had a learning experience that was a hobby generally had little to no interaction with peers in the interaction they called fun**. 8 out of the 9 experiences stated that the amount of interaction was very little or none. Nate73 describes learning to cook a real meal for the first time and just following a recipe. He had no help from others and the end product was a good meal that ended up costing alot more than just taking his girlfriend out to a nice restaurant. The only person who had high interactions with peers only has 2 - 5 people in the class and they were learning yoga using the Wii fit with his family. Allowing learners the ability to interact and be social is the key in the generalization. I know that peer interactions can encourage some learners to be better as they compete to be the best.

2. **People over the age of 60 who had learning experiences were for learning a hobby.** Their enthusiasm was high for 2 out of the 3. The 3 videos where all of women who learned something new and was enjoyable to them. Grandma Ardis explained that the friendships formed in the class and peer interactions were important and added to her enjoyment of the hobby. If people enjoy what they are learning they are more likely to continue grow.

3.**People who have fun learning experiences in large groups (36+) needed alot of peer interaction**. ALL of the 14 search results had alot of peer interaction. With large class sizes i think it makes it difficult for students to learn and have fun with little or no interaction with peers. Kamina explained that the amount of learners and instructors who were watching and encouraging was important. Ronnie explained that they worked as a team and the competition as a team realy enhanced the learning experience. In large group settings allowing learners time to help one another is important.

4.**People who where teenagers when they had a highly physical learning experience had a high amount of peer interactions.** Having a competition and working with friends was an important of the peer interaction. The teenagers were more engaged if there was a high amount of movement and little to no lecture. Being able to understand physics in action moving and applying the concepts left a lasting impression on the learner.


 * 5. People who spend 100 percent of the learning time looking inward spend no time being formally taught by an instructor.** These people are self motivated and do things because they want the satisfaction of knowing they can do something. These people do not need a whole lot of encouragement from others and find success and gratification within their own mind. Andrew explained that he was able to learn at his own pace and if he screwed up he would be the only person nagging him self. These type of learners are self starters Barbara enjoyed challenging her self and not worrying about what other think.